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International Journal of Evaluation and Research in Education (IJERE)
Published by Institute of Advanced Engineering and Science
ISSN : 22528822     EISSN : 26205440     DOI : -
Core Subject : Education,
Education
The International Journal of Evaluation and Research in Education (IJERE) is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers. The IJERE aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.
Arjuna Subject : -
Articles 2,043 Documents
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Determining student progression rates using discrete-time Markov chain model T. Mangsat, Mark John; A. Garcia, Daniel Bezalel; M. Jacobe, Andhee; A. Bongolan, Maricel
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.32049

Abstract

This study aims to analyze and understand the student progression from the Bachelor of Science in Mathematics (BS Math) program. A discrete-time Markov chain (DTMC) model was used to analyze data from 211 students enrolled from 2011-2012 to 2022-2023. The results reveal that there are students who will be retained in their year level, shift to another degree program, or drop. Additionally, the highest risk of shifting or dropping out of the program happens during the first two semesters in college or for first year in college. A bottleneck effect during the second year and third year was identified. Furthermore, the results suggest that there will be an approximately 35.22% graduation rate after eight semesters or four years, implying a large portion of BS Math students will be retained or dropped from the program, or shifted to other degree programs. To avoid such, it is suggested that the Mathematics and Natural Sciences Department should conduct review sessions, bridging programs, and continuous promotion. Lastly, it is suggested to conduct thorough studies about the possible intrinsic and extrinsic factors affecting the student progression to formulate a more specific intervention that may help in reducing the shifting and dropping rate.
Critical factors shaping project-based learning in mathematics education Pham, Chung Xuan; Nguyen, Hang Thi My; Nguyen, Giang Thi Châu; Thai, Lam Thi Hong; Truong, Dung Thi
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.35671

Abstract

A total of 488 observations from secondary and high school teachers were randomly divided into two groups for conducting analysis: 244 for exploratory factor analysis (EFA) and 244 for confirmatory factor analysis (CFA). The experimental results from EFA revealed six latent factors, accumulating for over 68.43% of the variance in the data. The CFA reports validated the 6-factor model, demonstrating strong model fit indices and ensuring high reliability and validity. These factors discovered and named in this study are as: facilities and teaching support, capacity to organize project-based learning (PjBL), perception of PjBL, readiness for PjBL, teachers’ confidence in applying PjBL, and students’ characteristics. The findings validated these latent factors’ model as a comprehensive framework for understanding the essential aspects of organizing PjBL. By addressing both the identification and empirical validation of influencing factors, the study thoroughly responds to the research questions and strengthens the overall contribution to the field. This study is novel in its development and validation of a context-specific measurement model for PjBL in mathematics education, particularly within the Vietnamese educational context, where empirically grounded models of this nature remain scarce. Furthermore, it offers valuable practical information for teachers, educational administrators, and researchers to enhance and promote the effective application of PjBL in mathematics education.
The fundamental context of SEL for early childhood student teachers in private higher education institutions Promsatien, Yupawadee; Kuroda, Ariyabhorn; Aerarunchot, Suwadee; Pinagalang, Sungwean
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34818

Abstract

This research examined the learning needs and the current social and emotional conditions of early childhood student teachers in private higher education institutions. The sample group responding to the questionnaire comprised 343 undergraduate students majoring in early childhood education. The target group for interviews included nine participants, which consisted of 3 deans, 3 department heads, and 3 lecturers. The research instruments consisted of a questionnaire on the state and needs of social and emotional learning (SEL) and an interview guide on the current social and emotional conditions of early childhood student teachers. The data were analyzed using percentage, mean, standard deviation, and content analysis. The findings revealed that the state of learning among pre-service teachers was at a low level, while their learning needs were high. Furthermore, the current conditions indicated that pre-service teachers require enhanced SEL opportunities. Activities fostering such learning should be designed, including group work, experiential learning, listening to others, and engaging in discussions.
A systematic review of the utilization of artificial intelligence applications within the educational Oman systems Al Husaini, Yousuf Nasser Said; Al Yahmadi, Hamed Hilal Nasser; Al Husaini, Mohammed Abdulla Salim
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.33465

Abstract

In the wake of rapid digital transformation and the increasing role of artificial intelligence (AI) in enhancing educational outcomes, this study investigates the integration of AI applications within the Omani educational portal under Oman’s Vision 2040. A systematic review was conducted using the Education Resources Information Center (ERIC) database, focusing on peer-reviewed articles published between 2020 and 2024. The six studies were selected for analysis following a rigorous screening process with defined inclusion and exclusion criteria. The findings indicate that AI is currently enhancing personalized learning, enabling data-driven decisionmaking, and supporting hybrid education platforms in Oman. These developments reflect the educational system’s readiness to adopt further AI technologies while directly contributing to the strategic priorities of Oman’s Vision 2040. This study provides important insights for decision-makers and educators looking to enhance the incorporation of advanced AI applications, thus revolutionizing educational practices and fostering sustainable national growth.
Design and psychometric validation of the research competency scale for university students in Peru Luperdi-Román, Carmen Julia de los Milagros; Goñi-Cruz, Félix Fernando; Deroncele-Acosta, Angel
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.35752

Abstract

Research competence is essential for the academic and professional development of university students. However, in the context of Lima, Peru, no specific, valid, and reliable instruments have been found to assess this competency comprehensively. This deficiency reveals a significant knowledge gap in the accurate assessment of research competencies in university students. Therefore, in the present research, a scale was constructed and validated to effectively assess research competence in university students. As methodology, the quantitative approach was used, following three processes: item construction, item functionality, and psychometric analysis. A sample of 216 students was used for the exploratory factor analysis (EFA), and 206 for the confirmatory factor analysis (CFA). The final version of the research competency scale for university students comprises 37 items distributed across five dimensions identified through EFA: epistemic knowledge (10 items), interpretation skills (5 items), methodological knowledge (9 items), scientific communication (6 items), and information management (7 items). CFA supported the adequacy of the model (root mean square error of approximation/RMSEA=0.064; comparative fit index/CFI=0.918; Tucker-Lewis Index/TLI=0.911), and the scale demonstrated high internal consistency. The validated scale reliably measures research competence and can improve teaching, assessment, and curriculum design.
Enhancing character strengths and resilience in primary education: an online Quranic stories-based program Zekary, Samir Ahmed; Saleh, Gomaa Zakaria; Ibrahim, Ashraf Ragab; El-Hashimi, Elsayed Atef; Yussuf, Mustafa Mohamed; Nemt-allah, Mohamed Ali
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34091

Abstract

This study investigated the effectiveness of an online Quranic stories-based program in enhancing character strengths and resilience among primary school students. Using a randomized controlled design, 64 students (aged 11-13 years) from Housh Eissa School in Egypt were assigned to experimental (n=33) and control (n=31) groups. The intervention involved ten online sessions on five major Quranic civilizations, measuring character strengths and resilience using the validated 23-item character strengths test and ego-resiliency scale. Data were collected at three time points: pre-intervention, post-intervention, and two-month follow-up. The results demonstrated significant improvements in the experimental group across all 23-character strength dimensions (p<.01, partial η² ranging from .116 to .529) and resilience (F=34.245, partial η²=.529). Notable enhancements were observed in judgment (F=11.775, partial η²=.279), self-control (F=10.269, partial η²=.252), and beauty appreciation (F=10.824, partial η²=.262). These improvements were maintained during the follow-up period, with the experimental group consistently outperforming the control group. The study suggests that online Quranic stories-based interventions can effectively enhance character strengths and resilience in primary school students, demonstrating a promising approach for character education.
Professional competencies and graduates employability in Oman Al Harrasi, Ghanim Faiz; Al Salmani, Masoud Suliman; Al Harrasi, Maram Ghanim
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.31524

Abstract

The unemployment crisis among graduates is a global issue that receives considerable attention from countries. However, in the Omani context, employers and policymakers argue that it stems from a lack of professional competencies rather than a shortage of jobs. Therefore, this paper focuses on studying the impact of graduates’ professional competencies on employability from the perspective of graduates of the University of Technology and Applied Sciences (UTAS) in Oman. The study examines graduates’ perceptions of professional competencies that directly affect employability within the context of the Omani labor market. It explores the relationship between Omani graduates’ professional competence and the skills gap between graduates and the requirements of the labor market in Oman. The study employed a quantitative approach, with data collected via a questionnaire distributed to 100 graduates from the UTAS in Oman. The study applied exploratory factor analysis using SPSS to test the factors influencing graduates’ employability. The main findings concluded that graduates believe they are professionally competent but cannot identify a consensus on the competence barrier preventing them from being employed. Based on these findings, the study recommends a unified guideline of competencies required by Oman’s labor market.
Professional training of future primary school teachers in the context of Kazakh ethnopsychology and ethnopedagogy Zhuzeyev, Serikkhan; Zhailauova, Manat
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.32273

Abstract

Within the realm of primary education, the educational content and structure for the present youth generation are aligned with state regulations and rooted in the national values and traditions of the people. National education content should be integrated into primary school programs, with a focus on nurturing it through the ethnopsychological features and ethnopedagogical traditions of the nation. With that in mind, this study aims to enhance the ethnopedagogical and ethnopsychological professional qualifications of primary school teachers with focus on their ability to incorporate Kazakh national spiritual values and traditions in educational process. Research methodology includes theoretical instruments, consisting of analytical, and synthetic techniques, as well as pedagogical experiment, conducted via elective course “developmental and pedagogical psychology” among two groups of third-year university students from the department of primary education. To evaluate the effectiveness of the teacher training techniques, proposed in this study, we conducted and compared results of preliminary and final assessment of students’ professional competence. The research outcomes show the beneficial nature of training techniques and include an analysis of the content of the training carried out. These research findings can be applied in the further development of the fields of pedagogy and primary school methodology.
The impact of work concerns on teaching effectiveness: evidence from Chinese private universities Mingyu, Liang; Abdullah, Mohd Khairuddin; Shin, Connie
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.35367

Abstract

Understanding how young teachers cope with work concerns is crucial for improving teaching quality in Chinese private higher education. This study investigates the relationship between different stages of such concerns and teacher effectiveness of young lecturers in private universities. These lecturers often face workload pressure andlack of career supports, which may influence their effectiveness and professional development. This research involved 416 full-time lecturers under the age of 40 from Shandong Province. The sample was determined using Krejcie and Morgan’s formula and selected through a multi-stage sampling method. Private universities were stratified into four categories, one university from each category was purposively selected, and participants were randomly sampled. Data were gatheredthrough a structured questionnaire adapted from the stages of concern (SoC) and the school teacher effectiveness questionnaire (STEQ). Pearson correlation, multiple regression, and structural equation modeling (SEM) were conducted for analysis. The results show that task concerns and impact concerns significantly influenced teacher effectiveness across instructional planning and strategies, assessment, and learning environment. In contrast, self-concerns showed weaker influence. These findings suggest that work concerns reflect not only stress but also deeper professional motivation, pointing to the need for more purposeful supports to increase teacher effectiveness and career growth.
Enhancing teachers’ digital literacy for security: a systematic review of frameworks and analytical methods in education Othman, Nadirah; Sarkam, Nor Aslily; Baharun, Norhayati; Hoon, Teoh Sian; Masrom, Suraya; Mohamad Razi, Nor Faezah; Abd Rahman, Abdullah Sani
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.32613

Abstract

The rising use of digital tools in education emphasizes the crucial need of teachers’ digital security, which relies on strong digital literacy. This study assesses teachers’ digital literacy on digital security literature to meet the urgent need for safe practices in schools due to increased security breaches. A total of 30 studies were reviewed using preferred reporting items for systematic reviews and meta-analyses (PRISMA) criteria to build frameworks and data analysis methodologies in this field. Five research areas were identified: teacher perspectives, security-related issues, educational impacts, pedagogical approaches, and instrument validation. The predominant framework used was the digital competence framework for citizens (DigComp), however hybrid frameworks that integrate other theoretical perspectives were highly commended for their comprehensive approach. The 30% of the studies focused on security issues, including cyberbullying and data protection, while 70% incorporated security dimensions into digital literacy frameworks. Quantitative approaches comprising 60%, including t-tests, analysis of variance (ANOVA), and regression analysis. Structural equation modeling (SEM) was used in several studies to examine complex relationships. Although current research predominantly emphasizes quantitative methods, future investigations could enhance knowledge of teachers’ digital literacy and security by integrating SEM with artificial neural networks (ANN). This review emphasizes the necessity for hybrid frameworks and sophisticated approaches to enhance research.

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